Although educational systems have emphasized the importance of teaching 21st century skills and technology to prepare students for a successful future, educators often have difficulty using these skills in their daily teaching practices. The conceptual frameworks that guided this case study were constructivism, which postulates that development of skills is grounded in experience, and experiential learning, which postulates that education should encourage enthusiasm and excitement for learning. The research questions investigated the perceptions of educators who successfully incorporate 21st century technology skills in instruction. The study was conducted at a middle school in the Northeastern United States in which teachers have been involved in incorporation of technology skills in classroom instruction. Participants included a purposeful sample of 8 middle teachers who share a common affinity for the use of technology for teaching and 2 district technology coordinators who instruct teachers how to successfully use technology for instruction. Data were collected using interviews, observations, and participant documents. Analysis was inductive, and hand coding was used to identify emergent common themes. Findings indicated that participants recognized the need for meaningful professional development, teacher support, and collaboration time. The project that emerged from this study was a 4-day professional development series. Recommendations included designing meaningful professional development opportunities for teachers to assist them to make shifts in their teaching practice. These findings promote positive social change by encouraging teachers to pursue meaningful professional development to enhance their own and their students' learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]